educational reforms of pakistan

8/11/2019 educational reforms of pakistan

1/60

AEPAM

Research

Study

No.237

ProblemsintheImplementationofNational

EducationPolicies

(NEPs)

atElementarylevel

Compiledby:

MuhammadAslamBhattiShaistaBano

FahmeedaKhanamAsifHussain

Editedby:

Dr.ShahnaazRiazKh.SabirHussain

Academyof

Educational

Planning

and

Management

MinistryofEducation,GovernmentofPakistanTaleemiChowk,G8/1,Islamabad

September2010


2/60

ii

AEPAM, Islamabad, 2010

Research Team

Mr. Muhammad Aslam Bhatti, Joint Director

Mr. Asif Hussain, Research OfficerMr. Abdul Rehman, P.S/Researcher

Mr. Muhammad Sohail Ajmal, Research Assistant

Data Analysis

Mr. Yasir Irfan, Programmer

Data Entry

Tahir Shahzad

Report Writing

Mr. Muhammad Aslam Bhatti, Joint Director

Shaista Bano, Deputy Director

Fehmeeda Khanum, Research Officer

Typing, Composing, and Technical Assistance

Mr. Zulfiqar Ali Joya, Stenographer

Mr. Tahir Shahzad (Stenotypist)

Mr. Zahoor Hussain Shah (Stenotypist)

Main Entry under Authors

Main entry under Authors:

Dr. Shahnaz Riaz and M. Aslam Bhatti

Problem in the Implementation of National Education Polices

at Elementary Level: - (AEPAM Research Study No. 237).

1. Educational Policies 2. Educational Problems

3. Elementary Education 4. Research Study

379.154 999-


3/60

iii

Preface

Knowledge is the special gift of Allah Subhana-ho-wa Taala for mankind and it is the

base for human distinction and pride in the universe. Knowledge is essentially a product of

education. Societies that emphasize education have historically prospered. Ever since societies

developed into states education, has been the responsibility of the independent. States to

recognize education as a right of the citizen. Therefore, right form the existence of Pakistan, the

founding father Quaid-i-Azam Muhamamd Ali Jinnah realized that the future of our nation

depended on a productive pursuit of knowledge through education.

The National Education Policy (NEP) 2009 (the Policy) is the latest in a series of

education policies dating back to the very inception of the country in 1947. The review process

for the National Education Policy 1998-2010 was initiated in 2005 and the first public document,

the White Paper, was finalized in March 2007. The White Paper, as designed, became the basis

for development of the Policy document. Though four years have elapsed between beginning and

finalization of the exercise, the, lag is due to a number of factors including the process of

consultations adopted and significant political changes that took place in the country.

Two main reasons prompted the Ministry of Education (MoE) to launch the review in

2005 well before the time horizon of the existing Policy (1998 - 2010)1 : firstly, the Policy did

not produce the desired educational results and performance remained deficient in several key

aspects including access, quality and equity of educational opportunities and, secondly,

Pakistans new international commitments to Millennium Development Goals (MDGs) and

Dakar Framework of Action for Education for All (EFA). Also the challenges triggered by

globalization and nations quest for becoming a knowledge society in the wake of compelling

domestic pressures like devolution and demographic transformations have necessitated arenewed commitment to proliferate quality education for all.

The success of the Policy will depend on the national commitment to this cause. Already

there has been a marked improvement in this sector, as all provinces and areas, as well as the

federal government, have raised the priority of education. This will now have to be matched with


4/60


5/60

v

Table of Contents

S # Topic Page #

PrefaceExecutive Summary

Ch I INTRODUCTION 02

1.1 Rational/ Justification 02

1.2 Statement of the Problem 02

1.3 Objectives of the Study 02

1.4 Significance of the Study 02

1.5 Limitation of the Study 02

Ch II REVIEW OF RELATED LITERATURE 04

2.1 Universalization of Primary Education UPE) 04

2.2 Gender Disparity 07

2.2.1 Present Gender and Location-wise Situation of Primary and

Elementary Education in the Country

08

2.3 Adult Literacy 12

2.4 Technical & Vocational Education 14

2.5 Public Private Partnership 15r

Ch III METHODOLOGY 17

3.1 Population 17

3.2 Sample 17

3.3 Research Instrument 17

3.4 Pilot Testing of Research Instruments 19

3.4 Procedure for Data Collection 19

3.5 Procedure of Data Analysis 19

3.6 Findings, Conclusions and Recommendations 19

Ch IV DATA ANALYSIS AND INTERPRETATION OF DATA 204.1 Analysis of Questionnaire for Provincial Educational Managers 20

Questionnaire II 29

Ch V FINDINGS/OBSERVATIONS, CONCLUSIONS ANDRECOMMENDATIONS/SUGGESTIONS

43

5.1 Findings/Observations 435.2 Conclusions 47

5.3 Recommendations/suggestions 48

Bibliography 49

Annexure


6/60

vi

Executive Summary

The study was designed to investigate the problems in the implementation gap of

National Education Policies (1992-2002, 1998-2010) and Education Sector Reform Program(2001-06). The study was descriptive in nature and essentially a survey type of research. For this

study 11 districts from all over the country were selected. Two districts from each province and

one district from each region were randomly selected for data collection. The main researchinstrument for the study was questionnaire. Two questionnaires were designed for data

collection. Questionnaire-1 was designed for Provincial Educational Managers which wasconsisted of 18 items and responded by 88 provincial educational managers. The questionnaire-II

was designed for District Educational Managers which was consisted of 24 items and responded

by 655 District Educational Managers. Some parts of the questionnaires were close-ended wherefrequency/percentage was calculated and some parts were open-ended so that the opinions and

suggestions of the respondents may be recorded. Instruments of the study were tested and were

finalized in the light of the feedback received as a result of pilot testing.

Research team of AEPAM consisting of two researchers personally visited each sample

district to collect data. Data collection from the respondents through questionnaire 1 and 3 were

coded and entered into database. On the basis of the data analysis findings of the study weredrafted. The major findings of both the questionnaires are separately given below:

Findings of Questionnaire-I

1. It was revealed that the majority of the respondents (total 53 percent, male 52 percent and1 percent female) were involved in the policy formulation stage

2. According to the 93 percent provincial educational managers (male 88 percent andfemale 5 percent) economic condition is the major factor influencing in the

implementation of NEPs.

3. As far as the implementation status of National Education Policies 1992, 1998 and ESRProgram (2001-06) is concerned it was reported that:

i. According to the majority of the respondents the recommendations of theNational Education Policy 1992 were partially implemented.

ii. Majority of the respondents thought that the recommendations of National

Education Policy 1998-2010 were implemented at the range of 25% to 50%iii. According to the views of majority of respondents the thrust areas of

Education Sector Reform Program were partially implemented.

4. Majority of the respondents (total 93 percent male 87 percent and female 6 percent)mentioned that political instability and absence of effective monitoring and evaluation

system were the main factors for the non-implementation of NEPs.


7/60

vii

5. Majority of the respondents (total 85 percent male 80 percent and female 5 percent)indicated that financial problem was not the main reason for non-implementation ofNEPs.

6. Majority of the respondents (total 39 percent male 38 percent and female 1 percent)

suggested that education budget should be increased, it should be released in time andstrict check and balance should be applied on utilization of allocated funds for education.

7. It was observed that majority of the respondents (total 91 percent) considered that thereshould be provision of financial resources in time and maintaining proper coordination

were important steps for better implementation of National Education Policies.

8. It was found that 24 percent responded suggested that special monitoring team should beconstituted at provincial and district level for the improvement of monitoring mechanism.

Findings of Questionnaire-II

Questionnaire II was administered to dropout educational manager. The major findings of

the instrument are given below:

1. It was found that majority of the respondents (Total 78, Male 47% and Female 31%)were not involved in the policy formulation process.

2. Data indicated that majority of the respondents had no access to the hard copies ofeducation policies and ESR documents. It was observed that only 10% respondents (Male

5% and Female 5%). That access to the hard copies of the NEPs and ESR documents.

3. The reasons for non-availability of the policy document were sought. Majority of therespondents (Total-20%: Male 13% Female 7%) indicated that circulation problems of

policy document and lack of coordination with federal ministry are the main reasons inthis connection.

4. Majority of the respondents (Total-15%, Male 7% and Female 8%) viewed thateconomic condition was an important factor which influenced the policy implementation.

5. As far as the implementation status of NEP 1992, 1998 and ESR (2001-06) program wasconcerned, it was observed:

i) According to the majority of the respondents the recommendations of the policyNEP 1992 were partially implemented.

ii) Majority of the respondents thought that the recommendations of the NEP 1998-2010 were implemented at the range of 25-50%.


8/60

viii

iii) According to the majority of the respondents the thrust areas of education sectorreforms were partially implemented.

6. The majority of the respondents (Total 35%; Male 21% and Female 14%) thought thatimprovement in quality education should be the first priority area of educational program.

Moreover, 2% respondents (Male 1% and Female 1%) viewed that achieving universalprimary education (UPE) upto 2015 should be the fifth priority area of education.

7. There were many factors which were affecting implementation of NEPs. According to74% respondents (Male 43% and Female 31%) policy targets are too ambitious. In the

opinion of 90% respondents (Male 50% and Female 40%) lack of timely releases of

funds was the factor. In the view of 88% respondents (Male 50% and Female 38%) lackof infrastructure was the factor. In the opinion of 87% respondents (Male 50% and

Female 37%) the lack of accountability was the factor.

8. According to the 49% respondents (Male 30% and Female 19%) financial problem was

the main reason for non implementation of National Education Policies. To solve thoseproblems majority of the respondents viewed that budget might be released in time and

allocated funds might be utilized.

9. In the opinion of 57% respondents (Male 32% and Female 24%) lack of coordinationamong implementing agencies was a major hurdle in implementation of NationalEducation Policies.

10. In view of the 64% respondents (Male 36% and Female 27%) pointed that propermonitoring mechanism should be adopted for effective implementation of National

Education Policies.

11. There were so many issues and challenges that were still facing at elementary level ofeducation. According to 74% respondents (Male 42% and Female 32%) weak

instructional supervision was an important issue. According to 16% respondents (Male9% and Female 7%) poor quality of education was another challenge still facing at

elementary level. In the views of 15% respondents (Male 8% and Female 7%) lack of

physical facilities was another issue.

CONCLUSIONS

1. It was concluded that majority of the Provincial and District Education Managers werenot involved in policy formulation stage.

2. There are many factors which were adversely affected the implementation of nationaleducation policies. Among these factors poor economic condition lack of political

commitment, non involvement of stakeholders, discouraging attitudes and perceptions ofgovernment functionaries were important as far as implementation of NEPs was

concerned.


9/60

ix

3. As far as the implementation status of national education policies, 1992, 1998 and ESR(2001-06) program was concerned, it was reported by the majority of the respondents that

the recommendations of those national education policies and ESR program were

partially implemented.

4. There were many factors which were badly affecting implementation of nationaleducation policies. Some of the major factors were, policy targets are too ambitious lack

of technical and trained educational managers, financial resources constraints andpolitical instability.

5. It was reported that financial, problems was the main reason for non implementation ofNEPs. Therefore, budget might be released in time and funds might be properly utilized.

6. There were so many issues and challenges that were still facing at elementary level.Some of the main issues were, teachers, absenteeism, weak instructional supervision,

poor quality of education and lack of physical facilities.

RECOMMENDATIONS

On the basis of the findings and conclusions, the following recommendations/

suggestions are proposed:

1. All the district and provincial education managers should be involved from the initialstage of policy formulation and preparation.

2. Economic, condition of the country should be improved as it was identified as majorinfluencing factor for the implementation of NEPs.

3. There should be strong coordination amongst various departments and stakeholders.

4. Primary education should be made compulsory and free to achieve UPE targets throughfully implementation of NEPs.

5. Integration of primary and middle level of education into elementary education should befully implemented as mentioned in NEPs.

6. Accountability as one of the factors which was adversely effecting the implementation ofNEPs which should be considered seriously.

7. Technical stream at secondary level of education should be fully implemented as one ofthe thrust areas of ESR.

8. Steps should be taken for proper planning and utilization of available funds to overcomefinancial constraints.


10/60

x

9. Monitoring system should be strictly be followed for achieving the targets of NEPs.

10. Public private partnership should be encouraged to overcome the financial constraints.

11. Steps should be taken to eliminate gender and rural urban disparity for fully

implementation of NEPs.


11/60

1

Chapter I

INTRODUCTION

Education is extensively regarded as a route to economic prosperity being the key to

scientific and technological advancement. Hence, it plays a pivotal role in human capitalformation and a necessary tool for sustainable socio-economic growth. Education also

combats unemployment, confirms sound foundation of social equity, awareness, tolerance,

self esteem and spread of political socialization and cultural vitality. It raises the productivity

and efficiency of individuals and thus produces skilled manpower capable for leading the

economy towards the path of economic development.

Since the creation of Pakistan every successive government has made efforts to

provide quality education to the masses. In this context the following National Education

Policies have been designed and implemented, so far.

1. The National Education Conference 1947.2. The Report of the Commission on National Education 1959.3. The National Education Policy 1970.4. The National Education Policy 1972.5. The National Education Policy 1979.6. The National Education Policy 1992.7. The National Education Policy 1998-2010.8. The National Education Policy 2001-2006.

In spite of implementation of above National Education Policies/Programs the system

is still facing numerous challenges such as, more than 5.5 million primary school age (5-9)

children are left outs, 45% drop out rate at primary level. Teacher absenteeism and weak

supervisory mechanism, inadequate learning material etc National Education Policy (1998-2010,p.23). Whereas, Ministry of Education, EFA (2008,pp. 91-92) states that GER for

ECCE is 91% GER in primary education is 84% and NER is 66% at primary level in year

2005-06 Hence, NER in secondary Education is only 31% The report further highlights that

UPE by 2015 can only be assured by consolidating and accelerating efforts for increasing

enrolments, improvement of NERs and GERs, reaching the un-reached and disadvantaged

groups, enhancing survival and transition rates and minimizing drop-outs and repetition

rates EFA (2008,p.xxvii).

It is pertinent to mention that education system is facing these challenges due to not

properly implemented and monitoring of the National Education policies. National Education

policy (1998-2010) describes that weak performance is due to lack of commitment to

education implementation gap which leads to poor implementation. The implementation gap,though not well documented, is believed to the more pervasive as it affects various aspects of

governance as well as allocation and use of resources. For instance the amount of

developmental funds allocated in education sector remains unspent to the tune of 10% to 30%

of allocated funds.

The implementation gap needs to be addressed on the basic of empirical evidences, so

that policy formulation can be developed by avoiding all those factors which may create

hurdles while implementing the policy. This study was designed to investigate problems of


12/60

2

implementation gap of National Education policy 1998-2010 and Education sector reforms

(2001-06) program. The efforts were made to explore the causes of low allocation of

resources as well as causes of non utilization of available resources. The study also explored

implementation capacity of the provinces and district governments.

1.1 Rationale/Justification

In the past every possible effort was made to achieve the Millennium Development

Goals (MDGS) and Education For All targets (EFA) through implementing a number of

policies and plans. Despite all of these efforts the goals could not be achieved. The existing

situation regarding education access and completion of children at primary level is such that

about 6 million children are out of school bearing age group 5-9 years, only 55% children at

primary level could be retained in the system (45% drop out) the current net participation of

children at primary level of education exist at about 70%. The participation of children at

secondary level of education is about 32%. Also the governments commitments capture the

unreached and disadvantaged groups to enhance the access and retention thereby minimizing

the dropouts which could also not be successfully achieved.

Still the above-mentioned challenges are being faced. It is note worthy to probe thefactors responsible for not achieving the target. It was therefore pertinent to identify the gaps

in the implementation of Education policies, since there are no empirical evidences. Further,

the new Education Policy, 2008 which has also pointed out the weaknesses in respect of

performance and lack of commitment to education.

1.2 Statement of the Problem

The National Education Policy 1998-2010 and Education Sector Reforms (2001-06)

program was introduced to address critical issues. The focus of this program was UPE, Adult

literacy, Early Childhood Education, introduction of technical stream at secondary level

revamping of science Education, Rehabilitation of schools. Establishment of teacher training

resource centers, Teacher training, and public private partnership. All these thrust areas

originates from National Education Policy 1998-2010 and much still needs to be done for the

development of education in the country. The present study was undertaken to investigate the

problems in the implementation of National Education Policy 1998-2010 and ESR program.

1.3 Objectives of the Study

The objectives of this study were as following:

To investigate sector-wise implementation status with identification of broadgap between policy formulation and implementation;

To analyze the existing operational strategies to gather with suggestions forimprovement.

To identify the problems in implementation of National Education Policies inPakistan and development of mechanism.

1.4 Significance of the Study

This study was launched to investigate the problems in implementation of National

Education policies in the country. Consequently the study is as immense importance for


13/60

3

educational stakeholders, planners, managers, policy makers and policy implementers in

developing insight in understanding implementation implications of education policies.

Moreover, the findings of the study may be helpful for education managers and other

stakeholders who are having direct interaction with students.

1.5 Delimitations of the Study

Keeping in view the limited time and resources, the study was limited to only 11

districts of Pakistan including Islamabad FANA and AJK. The study was further delimited to

elementary level. The Questionnaires were administered to education managers and other

stakeholders.

1.6 Limitations of the Study

The coverage of the study was limited to Provincial Education Secretaries, Deputy

Secretaries, additional Secretaries, Section Officers, Director Public Institution (DPI)

Executive District Officers (EDO), District Officers (DO) and Deputy District Officer (DDO)

and principals/head teachers due to time and financial constraints.


14/60

4

Chapter II

REVIEW OF RELATED LITERATURE

All the National Education Policies since 1947 were developed for the improvementof the education across the levels. The recommendations and provisions of the education

policies were developed with the purpose of achieving national goals of education. Inspite of

many efforts, the education system is not coming up to the aspirations of nation. Since 1947,

a number of efforts were made for the implementation of National Education Policies. Some

significant improvements have been made, but the targets have not be achieved in totality, so

far.

Following are the main areas regarding the implementation of National Education

Policies (NEPs) at elementary level.

2.1 Universalization of Primary Education (UPE)

2.2 Gender Disparity

2.3 Technical & Vocational Education

2.4 Adult Literacy

2.5 Public private Partnership

2.1 Universalization of Primary Education (UPE)

The first attempt in the field of education and literacy was the National Educational

Conference in 1947. The Quaid-i-Azam in his massage to the conference said, the

importance of education cannot be over emphasized there is no doubt that the future of

our state will and must greatly depend upon the type of education, we give to our childrenand the way in which we bring them up its future citizens of Pakistan. The Conference

formed a number of committees including for primary education. The primary education

committee Considered it essential that a national system of education should be based on

the strong foundations of free and compulsory primary education. It was proposed

separate pre-primary and primary education stages for children of age 3 to 6 and 6 to 11,

respectively.

The Report of the Commission on National Education (1959) emphasized that

compulsory education at the elementary stage is indispensable for skilled manpower and

intelligent citizen for this at least eight years schooling is required. A target of achieving

compulsory universal enrolment in 15 years i.e. by 1975 has also specified. Yet the same was

21.7 percent in 1972.

The National Education Policy (1970) reaffirmed the governments commitment to

the objective of Universal Elementary Education accepting it as a basic principle of state

policy (which) proposed Compulsory universal and free primary education as a target for

1980.

The National Education Policy (1972) aimed at Eradicating illiteracy within the

shortest possible time through universalization of elementary education. It declared that


15/60

5

Education will be made free and universal up to class X for all children through out the

country. Primary education up to class V will become universal for boys by 1979 and for

girls by 1984 and further that elementary education will become universal up to class VIII

for boys by 1982 and for girls by 1987.The earlier objectives of compulsory education were

discarded. The policy proposed to construct 61,000 additional class-rooms for primary

classes, train 15,000 teachers and recruit an additional 75,000 teacher through the National

Literacy Corps.

Discussing the primary education in the National Education Policy (1979) declared

A minimum level of education for all citizens is not only a basic human right but also is

imperative for conscious participation of the masses in the development process of

sovereign nation. The challenges of rapidly changing political, economic technological and

social culture environment can be effectively met only by an educated and enlightened

citizenry.

Attainment of universal primary education in the shortest possible time was viewed

as a critical factor in this regard. Enrolment in primary education has been increased

about 7 to 8 times since independence. Progress towards the achievement of universal

primary education though emphasized in each successive policy and five year plan, hasthus been slow. It was proposed that facilities will be provided to attain universal

enrolment for boys of 5-9 age group by 1986 -87. A comprehensive project will be launched

with different mixes of inputs to determine direction for large scale investment in primary

education.

The National Education Policy (1992) stated the progress in the direction of

universalization of primary education is far from satisfactory. It proposed To ensure 100

percent participation of children in education at the primary level by the year 2002, and to

eradicate illiteracy through formal and non-formal method. It also proposed to increase

the literacy rate to 70 percent by the year 2002.

The National Education Policy (1998-2010) highlighted the importance of elementary

education Elementary education which is the bedrock and foundation of the entire

education pyramid, has the highest rate of return as compared to other sectors and levels of

education. Research studies indicate that rates of return to investment in education are

commonly high especially at the primary level and are argue that investment in education

makes a vital contribution to economic development.The policy proposed that primary and

middle level education might be integrated into elementary education (I-VIII). It also

proposed to enhance gross participation rate at primary level from existing 71 percent to 90

percent by the year 2002-2003 and 105 percent by 2010.

Regarding the universal primary/elementary education the Education Sector Reform:

(ESR) (2001-2006) stated The most challenging milestone for the government of Pakistanis universal primary education (UPE). The implementation strategy proposed that

Promulgation of the National Ordinance for compulsory primary education for UPE and

up gradation of existing primary schools to elementary facilities.

Discussing the elementary education the National Education Policy (2009) stated that

Primary education is not a strong link in education in Pakistan. The policy focuses

education on two large and critical problems facing the sector: (i) low participation and

narrow base of the sector and (ii) weak quality of provision.


16/60

6

Despite some progress in recent 36 years access rates remain low. Pakistan still faces

the risk of defaulting on EFA 2015 targets. The narrow base is further attenuated through

high drop out rates. The survival rate to Grade 5 is 72 percent. Of those who succeed in

completing Grade V there is a further loss to the system through those not making the

transition to the secondary level. Pakistan cannot afford to live with the narrow base in the

perspective of long term economic and social development.

By summing up the above discussion and review it is mentioned that since 1947 the

target of different education policies, plans and their achievement rate of Universal Primary

Education (UPE) shown in the Table 2.1.

Table 2.1

Universal Primary Education (UPE) Goals, Target Year and achievement

S # Policies/commissions/conferences Target years T Period

1 All Pak Education Conference (1947) 1967 20y

2 National Education Commission (1959) 1969 10y

3 Education Policy (1972) 1979 7y



6 Education Policy (1998-2010) 2010 12y

7 Education Sector Reforms (2001-06) 100 percent by 2004 5y

Table is prepared to indicate the targets set by the policy/conference All Pakistan

Education Conference (1947) set the target of 100 percent. UPE in 1967 (20 years required

for 100 percent UPE). The Education Policies 1959, 1972, 1979, 1992, 1998 and ESR (2001-

06) set the target of 100 percent UPE in 10 years and 5 years, 7 years, 7 years, 10 years, 12

years and 5 years respectively. But the achieved ratio is different from targeted rate.

When we analyze the target participation rate and achievement years developmentplans it gave the picture as in the following table 2.2 which also show that the targets set in

each plan were very ambitious and the achievement ratio was very interesting (not static).

Table 2.2

Plans Targets and Achievement Access to Primary Education

S # 5 Years Plans Target P/Rate percent Ach P/Rate percent

1 First Five Year Plan (1955-60) 58 30

2 Second Five Year Plan (1960-65) 56 45

3 Third Five Year Plan (1965-70) 70 46

4 4th Five Year Plan (N.I)* (Non

Plan Period/8y 1970-78)

65 54

5 Fifth Five Year Plan (1978-83) 68 48

6 Sixth Five Year Plan (1983-88) 75 63

7 Seventh Five Year Plan (1988-93) 80 69

8 Eighth Five Year Plan (1993-98) 88 75

Table 2.2 shows the difference five year plan targets and achievement rate to Primary

Education shows that First Five Year Plan (1955-60) set the target of 58 percent for primary


17/60

7

education while the achievement rate was 30 percent. The Second Five Years Plan (1960-65)

set the target of 56 and Third Five Year Plan (1965-70) set the target of 56 percent and 70

percent primary education while the achievement rate was 45 percent and 46 percent

respectively. The Fourth Five Year Plan (1970-78) was not implemented. The Fifth Five

Year Plan (1978-83), the Sixth Five Year Plan (1983-88) the Seventh Five Year Plan (1988-

93) and Eight Five Year Plan (1993-98) set the target of 68 percent, 75 percent, 80 percent

and 88 percent for the primary education while the achievement rate is 48 percent, 63percent, 69 percent and 75 percent respectively. It means no education plan got the set target.

2.2 Gender Disparity

A major goal of all polices and plans of education were to eliminate gender disparities

and to achieve gender equality in education. Accepting the role of woman in the society the

Commission on National Education (1959) stated that there can be no doubt that women of

Pakistan are striving to play their part in raising the status of themselves, their families and

the Nation. Our women have already won for themselves an enviable reputation at the

highest levels of our national life as well as in international circles. They can assume a

role of great importance in the consolidation and the development of the country if their

dynamism and dedication can be nurtured and their efforts guided into those channelswhere they can be of the greatest service. It was proposed that in the future education

facilities provided for girls should be equal to those provided for boys.

Considering the importance of female education the National Education Policy (1979)

stated considering that females from more than 50 percent of our population and their

education has tremendous multiplying potential, high priority will be given to the rapid

expansion of female education at all levels. It also proposed that special efforts will be

made to expand and improve facilities for the education of females. At the primary level,

solid foundations will be laid to achieve universal education among females by 1992.

National Education Policy (1979) also recommended liberal scholarships and loans

for female student at all levels and provision of science laboratories, books and hostel seats

for female students. The most important recommendation of 1979 Policy was that greater

share will be allocated to female education in various sub-sectors of education.

The Eighth Five Year development Plan (1993-98) made a larger allocation for

female education to the primary education particularly in the remote rural areas and stated

that Efforts will be made to reduce the disparities in availability of the schooling facilities

for boys and girls, both in rural and urban areas highest priority will be given to opening

of girls primary schools in all such villages where there is a boys school but no girls

school. In order to remove the insolence of male, female enrolment ratio, 65 percent of all

new schools established during eighth five years development plan will be for girls.

Whenever feasible, co-educational primary schools will be established in which femaleteacher would be appointed. In order to increase girls participation at primary level, text

books will be provided free of cost to all girls of the rural areas in grade I.

The importance of women education and gender equality was also stressed in the

report, Education for All (2008): Women in Pakistan are experiencing problems such as

poverty, illiteracy, malnutrition, discrimination and deprivation of role in decision-making

process etc. Without developing gender friendly environment and resolving these issues,

women in our country cannot become fully productive members of the society. To make


18/60

8

optimal use of female sector potential, necessary initiatives have been taken to narrow

down gender disparity in all walks of the life. Emphasis will be laid on economic, social

and political empowerment of women. Gender gap particularly in social indicators will be

removed and better quality of life for women will be ensured. In effort to stimulate

sustainable development, gender equality and women empowerment will be promoted to

play major role in alleviate poverty, hunger and disease.

National Education Policy (2009) also shows there are large differences in access

across gender and rural-urban divides in Pakistan. It results in weaker performance on

equitable distribution of educational opportunities. The inequity has been result of poor

implementation and social customs. The issue of equity bears through the entire education

system and has serious implications for sustainable and equitable development in the

country. Unless the issue is seriously recognized and assessed in all its manifestations, a

realistic policy to reprieve the situation will not evolve. Data shows that females and pupils

in rural areas face systematic disadvantage at all levels of education. The disadvantage

faced by female students becomes multiplied if the female students belong to rural areas.

Despite improvements, it is evident that the girls continue to face significant disadvantage

in access as they reach adulthood. The situation improves significantly for higher

education; where in some subject areas the index is in favor of females.

In short a major goal of all National Education Policies and Education Sector Reform

to eliminate the gender disparities at all levels, specially at primary level and secondary level

with a new focus on ensuring girls full and equal access to and achievement in basic

education of good quality.

2.2.1 Present Gender and Location-wise Situation of Primary and ElementaryEducation in the Country

The following tables are added to compare the number of institutions, their enrolment

and number of teachers at elementary and secondary levels. In these tables gender and

location-wise comparison from the NEMIS data 2007-08 has been carried out to observe the

gender and location gap at elementary and secondary level. This comparison will be

beneficial for better understanding of the present situation of school education in the country.

Table 2.4-A

Number of Institutions by Gender and Level

2007-08

Levels Total

Boys % Girls %

Primary schools 64858 59 45055 41

Middle schools 7053 49 7304 51Source: NEMIS data 2007-08

*Mosque Schools included in Primary

Table indicates that there are 59 percent boys and 41 percent girls institutions were at

primary level, whereas, 49 percent boys and 51 percent girls institutions were at middle level

in the country. Table also showed that the less gender disparity between boys and girls at

middle level institutions and greater gender disparity at primary level.


19/60

9

Table 2.4-B

Number of Institutions by Location, Gender and Level

2007-08

Levels Rural area Urban area

Boys % Girls % Boys % Girls %

Primary schools 59800 92 40504 90 5058 8 4551 10Middle schools 6194 88 6330 87 859 12 974 13Source: NEMIS data 2007-08 *Mosque Schools included in Primary

Above table shows that the gender and location (rural, urban) situation of public

sector institutions in the country. Table also showed that 92 percent boys primary schools and

90 percent girls were in rural areas. This percentage was much higher than the urban areas (8

percent boys and 10 percent girls).

At middle level school, in rural areas 88 percent boys and 87 percent girls institutions

were observed, whereas, in urban areas percentage of girls institutions was slightly higher

than boys institutions (12 percent boys and 13 percent girls).

Table 2.4-C

Enrolment by Level and Gender

2007-08

Levels Total

Boys % Girls %

Primary schools 7545375 58 5557871 42



Table indicates the gender-wise enrolment at primary and middle levels. Tableindicated that 58 percent boys at primary and 60 percent at middle level were enrolled,

whereas, 42 percent girls at primary and 40 percent at middle level were enrolled, which

showed the disparity gap at both levels.

Table 2.4-D

Enrolment by Level, Gender and Location

2007-08



Primary schools 6440184 85 4584434 82 1105191 15 973437 18Middle schools 1492498 69 822344 57 661711 31 616854 43Source: NEMIS data 2007-08 *Mosque Schools included in Primary

Table illustrated that the gender and location (rural, urban) situation of enrolment in

the country. Table also indicates that 85 percent boys and 82 percent girls public schools

were enrolled in rural areas, whereas, at primary level 15 percent boys and 18 percent girls

were enrolled in urban areas institutions. The rural urban disparity of enrolment has been

observed in the table.


20/60

10

At middle level, 69 percent boys and 57 percent girls were enrolled in rural areas,

which were higher as compared to urban areas (31 percent boys and 43 girls). It showed

higher rural-urban disparity at primary and middle level in the country. This disparity needs

consideration of educational planners.

Table 2.4-ENumber of Teachers by Level and Gender

2007-08

Levels Total

Male % Female %

Primary schools 211895 62 129310 38



Table indicates that 62 percent male and 38 percent female teachers were working at

primary level schools, whereas, 52 percent male and 48 percent female teachers working atmiddle level schools.

Table 2.4-F

Number of Teachers by Level, Gender and Location

2007-08


Male % Female % Male % Female %

Primary 179185 85 93862 73 32710 15 35448 27

Middle 52457 85 44562 78 9288 15 12551 22Source: NEMIS data 2007-08 *Mosque Schools included in Primary

Table shows that the gender and location situation of teachers employed. Table

showed that at primary level 85 percent male and 73 percent female teachers employed in

rural areas, whereas, 15 percent male and 27 percent female teachers were working in urban

areas.

At middle level, 85 percent male and 78 percent female teachers were working in

rural areas, which was higher as compared to urban areas (15 percent male and 22 percent

female), which showed higher gender disparity of teachers between rural urban areas in the

country.

Table 2.4-G

Number of Institutions By Location, Gender and Level

2007-08

Levels Total

Boys % Girls %

High schools 5940 65 3166 35

Higher Secondary schools 512 56 402 44Source: NEMIS data 2007-08


21/60

11

Table illustrates that 65 percent boys and 35 percent girls high level schools were in

the country, whereas, 56 percent boys and 44 percent girls middle level schools are in the

country. Table showed the high gender disparity between boys and girls at high level.

Table 2.4-H

Number of Institutions By Location, Gender and Level

2007-08



High schools 4609 78 2034 64 1331 22 1132 36

Higher Secondary schools 378 74 235 58 134 26 167 42Source: NEMIS data 2007-08

Table indicates that the gender and location (rural, urban) situation of public sector

institutions in the country. Table indicated that 78 percent boys and 64 percent girls

institutions were in rural areas, which were better than the urban areas (22 percent boys and

36 percent girls) at high level.

At middle level, 74 percent boys and 58 percent girls institutions were observed in

higher secondary schools, whereas, in urban areas percentage of girls institutions was greater

than boys (26 percent and 42 percent) respectively.

Table 2.4-I


2007-08

Levels Total

Boys % Girls %

High schools 2963714 62 1821713 38Higher Secondary schools 474461 54 398713 46Source: NEMIS data 2007-08

Table shows the gender-wise enrolment at high and higher secondary levels. It was

observed that 62 percent boys at high and 54 percent at higher secondary level was enrolled,

whereas, 38 percent girls at high and 40 percent at higher secondary level were also enrolled.

Table showed the gender disparity at both levels but greater in high schools.

Table 2.4-J


2007-08



High 1963963 66 872796 48 999751 34 948917 52

Higher Secondary schools 307128 65 175188 44 167333 35 223525 56Source: NEMIS data 2007-08

Table indicates the gender and location (rural, urban) situation of enrolment in the

country. Table indicated that 66 percent boys and 48 percent girls public institutions were


22/60

12

enrolled in rural areas, whereas, at high level schools about 34 percent boys and 52 percent

girls were enrolled in urban areas.

At higher secondary level 65 percent boys and 44 percent girls were enrolled in rural

areas, whereas, 35 percent boys and 56 girls were enrolled in urban areas. The percentage of

girls enrollment in urban areas was greater as compared to boys enrolment at high and higher

secondary levels. In case of rural areas boys enrolment was greater than girls enrolment.

Table 2.4-K


2007-08

Levels Total

Male % Female %

High 109796 65 58515 35

Higher Secondary schools 17343 62 10827 38Source: NEMIS data 2007-08

Table illustrates that 65 percent male teachers at high and 62 percent at highersecondary level were employed, whereas, 35 percent female teachers at high and 38 percent

were working at higher secondary level. Table showed the gender disparity between male and

female teachers at both levels.

Table 2.4-L


2007-08


Male % Female % Male % Female %

High 75552 69 27066 46 34244 31 31449 54Higher Sec 11449 66 4608 43 5894 34 6219 57Source: NEMIS data 2007-08

Table indicates that the gender and location situation of teachers were employed in

the country. Table indicated that 69 percent male and 46 percent female teachers were

working in rural areas, whereas, 31 percent male and 54 percent female teachers in urban

areas at high level.

At higher secondary level, 66 percent male and 43 percent female teachers were

employed in rural areas, whereas, 34 percent male and 57 female teachers at higher secondary

level were working in urban areas. Table also showed that the percentage of female teachers

working in urban areas was greater as compared to male teachers at high as well as highersecondary levels.

2.3 Adult Literacy

Adult literacy is a vital part of our education policies. The National Education

Conference (1947) formed a number of committees. The committee on adult literacy pointed

out that illiteracy was high at 85 percent. It called for the provision of facilities for adult

education on the widest scale and the introduction of a free and compulsory system of


23/60

13

primary education to be treated as complementary to one another. The commission on

National Education (1959) stated that The development of a literate population must be the

immediate primary objective of adult education in Pakistan. The program to eliminate

illiteracy must be based upon economic motivation, carried out by teacher specially trained

in teaching of illiterates and provided with sufficient suitable literature both for teaching

and for the use of newly literate.

The National Education Policy (1970) emphasized the adult literacy as stated the

extension of literacy is a precondition for success in any sphere of development. The

widespread neglect of adult education perpetuates and intensifies the distinction between

the classes and the masses. Adult education should therefore, be considered an integral

part of any educational and social reconstruction because the country cannot afford to

wait for todays children to grow up. Illiterate parents are usually less inclined to enter

children in schools and to keep them there, a fact that helps explain the many drop-outs

and repeaters in primary schools. The children of illiterate parents are likely to fall behind

in scholastic attainments. The wastage and inefficiency in the extension of elementary

education can be reduced if it is supported by a complementary program of adult literacy".

The National Education Policy (1972) stated Pakistan has one of the highest ratesof illiteracy in the world while the ultimate solution of this problem lies in universal

elementary education. To achieve this objective of eradicating illiteracy, a massive literacy

in every town and program will be undertaken in every town and village. Literacy centers

will be established allover the country in the schools, factories, farms, union councils and

other community places. In addition to the use of traditional approaches in classrooms and

workshops, extensive use will be made of new educational technology and non-

conventional methods such as films, records, T.V., radio, libraries, exhibitions, seminars,demonstrations, charts, models, posters, pictures and other suitable materials.

It was also suggested this massive literacy and adult education program will first

concentrate on basic literacy training and then expand and develop into a full- fledged

comprehensive adult and continuing education program.

The National Education Policy (1979) stated Since the establishment of Pakistan no

serious attempt seems to have been made to launch a variable program of adult education

in the country, although almost all previous policies and plans have claimed to attend

importance to this issue. The policy proposed unutilized local resources will be mobilized

by engaging teachers from local communities for individualized and personalized adult

literacy program. In order to supervise and coordinate activities relating to adult literacyprogram a National Council on Adult Education will be established. The policy also

proposed to set up 10,000 adult literacy centers to be sponsored by the Ministry of Education,

Pakistan Television Center, Markaz of IRDP, study centers of Allama Iqbal Open University,

Social Welfare Centers and infrastructure of the Population Planning Division. Thepossibility of student volunteer corps, comprising bachelors and master level student were

also envisaged. It was claimed that the program would raise literacy level from 24 percent to

35 percent by 1982-83 and attain 100 percent literacy by 2010.

The National Education Policy (1998) suggested A comprehensive, pragmatic,

realistic and well-monitored plan of operation should have been prepared for Adult

Literacy. It aimed at to impart functional literacy for adolescent (10-14) who missed out


24/60

14

the chance of primary education to provide the basic educational facilities to working

children and reduce the child labor.

The National Education Policy (2009) also provides an adult literacy program. It is

expected literacy rate shall be increased up to 86 percent by 2015 through up-scaling of

ongoing program of adult literacy and non-formal basic education in the country.

Sustainability of adult literacy and non-formal education (NFE) programs shall beensured by strengthening organization structure, coordination and enhancing budgetary

allocation for this neglected sub-sector. It was proposed Government shall develop a

national literacy curriculum and identify the instructional material, teacher training

modules and professional development programs to support the curriculum.

Based on the above discussion, it is clear that major initiatives must be needed to meet

the policys targets regarding Adult Education. Besides general programs to provide literacy

to the adult population, specific efforts must be made to meet the needs of adults.

2.4 Technical & Vocational Education

A well planned education system including Technical and Vocational education isessential for economic development of the country. In this regard National Education

Conference (1947) proposed to establish a council of Technical Education. The commission

on National Education (1959) stressed the importance of Technical and Vocational Education

as an integral part of education system. The curriculum should be diversified including

practical courses in technical subjects agriculture courses and home economics. The

curriculum of technical and vocational schools should include courses in social studies

and humanities. It is also proposed that a network of vocational schools should be

established throughout the country for the students who have an aptitude for manual skill

and craftwork.

Highlighting the role of Technical and Vocational Education in the National

Education Policy (1970) stated Pakistans goals of national development clearly warrant a

much higher priority to be assigned to technical education. As against four percent of the

total enrolment in the vocational and technical subjects at present a policy of substantial

shift towards Technical and Vocational education is envisaged.

(a) For developing an effective technical and vocational program, appropriate

organizational arrangements should be made as curriculum development.

(b) Counseling and guidance services.

(c) Practical training programs in cooperation with industries, and

(d) Coordination at the national level

Regarding the Technical Education, the National Education Policy (1972) proposedpolytechnics will be converted into technical colleges. Their preset programs of certificate

and diploma courses will continue. After completing 3 years diploma course, students will

be encouraged to undergo two-years of industrial training/experience for which

opportunities will be provided. It further stated in addition to diploma and B. Tech degree

courses the technical colleges will also provide a variety of programs covering new areas of

technology which required urgent attention for modernization and development.


25/60

15

In order to improve Technical and Vocational Education it has been decided in

National Education Policy (1979) to introduce production oriental curriculum related to

the market requirements in all technical and vocational institutes. Advisory committee

having representatives to trade and industry will be constituted to keep the training

responsive to the changing market requirements.The policy also recommended evening

programs will be introduced in technical and vocational institutes for the benefit of the

community wherever needed. Separate vocational schools for dropouts of the schools willalso be established. Equipment needed for various levels of technical and vocational

institutes will be standardized. A mechanism for standardizing, testing and certification of

technical and vocational skills required of training in consultation with trade, industry and

other uses of the output of the institutions will be introduced.

The National Education Policy (1998-2010) aims at improving the quality of

technical education in order to enhance employability of Technical and Vocational

education graduates by moving from a static supply-diversion system to demand-driven

system, capable of reacting efficiently to labor market needs and opportunities. Besides of

course, a modest quantitative expansion along with the introduction of new technologies to

meet the growing demand for technical manpower at the middle level has also been

provided.

The National Education Policy (2009) recognizes the high importance of developing

a broad-based and high quality sector for providing technical skills. For achieving the

objective skills standards and curriculum should be developed and standardized at

National Level. The TVE (Technical and Vocational Education) curriculum shall be

developed in standardized modules for each trade to eliminate differentials across various

training institutions to provide opportunities to the trainees for horizontal/upward mobility

and also help in assessment and certification of apprentices in non-formal sectors for their

entry into formal vocational/technical sectors.

2.5 Public Private Partnership

It is strong feeling among the public that private sector should participate actively to

supplement the resources of the government for the development of human resources.

Government alone cannot achieve the policy objectives, thus private sector involvement is

essential for educational expansion. The education commission 1959, Education Policy 1979,

Sixth and Seventh Five Year Plan and ESR (2001-06) strongly advocated the involvement of

the private sector for the improvement of education at all levels. It is proposed in the National

Education Policy (1998-2010), There shall be regulatory bodies at the national level to

regulate activities and smooth functioning of privately managed schools and institutions of

higher education through proper rules and regulation to be framed by the regulatory

bodies.

The Education Sector Reform (2001-06) suggested strategy for implementation of

public private partnership as under.

Provision of incentive package for private sector.

Involvement of private sector in the management of underutilized public sectorinstitutions.

Community public partnership for school upgradation in afternoon shifts fromprimary to middle/middle to secondary and higher secondary levels.


26/60

16

Provision of grants and soft loans through restructured education foundations.

Introduction of information Technology courses in schools under public privatepartnership.

It is stated in the implementation program (1979) recognizing that the government

alone cannot achieve the policy objectives, it is interpretive to seek national involvement ofthe private sector in the expansion of the education.


27/60

17

Chapter III

METHODOLOGY

This chapter describes methods and procedures adopted for conducting this study. The

study was descriptive in nature and essentially a survey type of research. The study wasdesigned to investigate the problems in the implementation gap of National Education

Policies 1992-2002, 1998-2010 and Education Sector Reforms (2001-06) program. The

following methods and procedures wereadopted to carry out this study.

3.1 Population

The focus of the study was to investigate the problems in the implementation of

National Education Policies (NEPs) 1992-2002, 1998-2010 and Education Sector Reforms

(2001-06) at Elementary levels. All the educational administrators from four Provinces

(Sindh, Punjab, Khyber Pakhtoon Khwa and Balochistan), Gilgit Baltistan, ICT and AJK

were included in the population. Therefore, all the Provincial Education Secretaries,

Additional Secretaries, Deputy Secretaries, Section Officers, Director Public Institutions

(DPI), Directors, Executive District Officers (Education), Assistant Education Officers,

District Officers, Deputy District Officers and Head Teachers/principals (male/female) of

secondary schools working in the schools of these districts were also selected as population.

3.2 Sample for the Study

The major task of this study was to select the sample districts which may be true

representative sample at national level. For selection of districts criteria was developed on the

basis of available human and financial resources. Convenient sampling technique was used to

select the sample from each district. In order to get true representative sample two districts

from each province and one district from each region were selected. 11 districts from all overthe country were selected as sample for data collection. District-wise sample distribution and

number of study sample for each district are given in the following tables.

Province/Region/District-wise Sample Selection

S. # Province/Region Districts

1 Punjab Lahore, Shaikhupura, Multan

2 Sindh Karachi, Sukhar

3 Balochistan Quetta, Sibi

4 KPK Peshawar, Abbotabad

5 FANA Gilgit Baltistan

6 AJK Muzaffarbad7 ICT Islamabad

* Islamabad includes respondents of AEPAM Workshops.

3.3 Research Instruments

The main research instrument for the study was questionnaire. Two questionnaires,

one for provincial educational managers and the second for the district educational managers


28/60

18

were designed to collect data. The items of the questionnaires were consisted of the following

important aspects regarding the implementation of National Education Policies (NEPs).

1. Period of involvement of the respondents in the policy preparation process.2. Factors influencing the objectives of National Education Policies (NEPs).3. Implementation status of National Education Policies 1992, 1998-2010 and

Education Sector Reforms (ESR 2001-06) program.4. Thrust areas of Education Policies and ESR (2001-06).5. Priority areas of National Education Policies (NEPs) and Education Sector

Reforms (ESR)

6. Factors adversely affecting the implementation of National Education Policies.7. Suggestions about financial problems, coordination, monitoring mechanism

and improvement of National Education Policy.

Some parts of the questionnaire were closed ended where frequency/percentage was

calculated and some parts were open-ended, so that the opinions and the suggestions of the

respondents may be recorded.

From the Provincial Governments side, the Education Secretaries, AdditionalSecretaries, Deputy Secretaries, Section Officers, Director Public Institutions (DPI),

Directors, Deputy Directors were the respondents of the Questionnaire # 1 which were

consisted of 18 items and detail of respondents of provincial educational management is

given below.

Respondents from Provincial/Regional Education Management (Q-1)

S. # Designation Numbers

1. Education Secretary 02

2. Additional Secretary 05

3. Deputy Secretary 12

4. Director/ DPI/Dy Director/Asstt. Director/Additional Director 255. Section Officer 27

6. Others Education Officers 17

Total 88

From the District Government side, Executive District Officer (EDO), District

Officers (DO), Deputy District Officer (DDO) Assistant Education Officers (AEO) Head

Teachers (male/female) of secondary schools are important stakeholders and play a vital role

in the implementation of National Education Policies (NEPs). Therefore, their opinions about

problems in implementation of National Education Policies (NEPs) were solicited through a

comprehensive Questionnaire # 2 consisted of 24 items and detail of respondents of district

educational management is given below.

Respondents from District Education Management (Q-2)

S. # Designation Numbers

1. Executive District Officers 06

2. District Officers 16

3. Deputy District Officers 172

4. Heads of Secondary schools/ Principals 307

5. Others Education Officers 154

Total 655


29/60

19

3.4 Pilot Testing of Research Instruments

Instruments of the study were tested and were finalized in the light of the feedback

received as a result of pilot testing. Pilot testing was conducted in district Rawalpindi.

Necessary changes were incorporated in the research instruments, however, instruments were

found valid for conducting the study. Each and every question included in the research

instrument was discussed with AEPAMs Faculty meeting under the guidance of ChiefInvestigator. Efforts were made to design comprehensive instrument to get relevant

information from the respondents included in the sample.

3.5 Procedurefor Data Collection

Research Team of AEPAM consisting on two researchers personally visited each

sample district to collect data. The team also conducted interviews with the provincial and

district educational managers. Every effort was made by the research team to collect valid

and reliable data.

3.6 Procedureof Data Analysis

Data collected from the respondents through questionnaires # 1 and 2 and interviews

interview of respondents were coded entered into computer and fed into database. Key for

data coding, data entry and tabulation plan were prepared. Frequencies, percentages and other

indicators were calculated considering the objectives of the study for the generation of the

report.

3.7 Findings, Conclusions and Recommendations

On the basis of data analysis, findings of the study were drafted. Conclusions were

drawn from the findings/observations with the consideration of the objectives of the study.

Finally recommendations/suggestions were formulated for the solutions of the problems inthe implementation of National Education Policies (NEPs) at elementary level.


30/60

20

Chapter IV

DATA ANALYSIS AND INTERPRETATION

This chapter deals with the analysis and interpretation of data. As already mentioned,

two questionnaires were designed for data collection. One questionnaire was designed for

Provincial Educational Managers, which was consisted of 18 items and responded by 88

provincial educational managers. Another separate questionnaire was developed for District

Educational Managers. It was consisted of 24 items and number of respondents were 655.

Item-wise analysis of data of both questionnaires is given below.

4.1 Analysis of Questionnaire for Provincial Educational Managers

Table 4.1Involvement of Provincial Educational Managers in Policy Formulation and

Preparation

S # Stages Male (%) Female (%) Total (%)

1 Initial Stage 10 3 13

2 Formulation stage 52 1 53

3 Final stage 8 0 8

4 Overall Process 4 1 5

5 No response 19 0 19

Table 4.1 indicated that involvement of Provincial Educational Mangers in the

formulation and preparation of education policy. It was revealed that 53 percent Provincial

Educational Managers were involved in policy formulation stage out of which 52 percent

male and only 1 percent female. Only 13 percent Provincial Educational Mangers were

involved at the initial stage in the formulation of education policy, among them 10 percent

male and 3 percent were female.

The involvement of Provincial Educational Mangers in overall process varies from 4

percent to 1 percent. 19 percent respondents have not given any response.


31/60

21

Table 4.2

Factors Influencing on implementation of National Education Policies (NEPs)

S

#

Factors influencing the objectives of

NEPs

Male (%) Female (%) Total (%)

Yes No N/R Yes No N/R Yes No N/R

1 Economic condition 88 7 0 5 0 0 93 7 0

2 Lack of Socio-culture needs 72 12 11 3 2 0 75 14 113 Partially inclusion of Ideology of

Pakistan

46 26 23 2 2 1 48 28 24

4 Partially inclusion of Islamic

Principles and fundamentals

51 23 21 2 2 1 53 25 22

5 Political Commitment 78 16 0 6 0 0 84 16 0

6 Non involvement of stake holders 68 15 11 5 1 0 73 16 11

7 Extent of donor agencies/international

development partners

67 21 7 2 2 1 69 23 8

8 Attitudes and perceptions of government functionaries

A Bureaucrats 65 17 13 2 2 1 67 19 14

B Technocrats 54 23 18 2 2 1 56 25 19

C Economists 52 20 23 2 2 1 55 22 24

D Planners 62 22 11 2 2 1 64 24 23

E Politicians 64 17 10 5 1 0 69 18 10

F Stakeholders 61 23 10 5 1 0 66 24 10

9. Lack of coordination of various departments

Ministry of Education and P & D,

Departments

61 23 10 3 2 1 64 25 11

Ministry of Education and district

governments

64 17 14 3 2 0 67 19 14

Table 4.2 indicates the responses regarding the factors influencing the implementation

of National Education Policies were sought. It emerged that the overall responses indicated

that 93 percent were other view that economic condition is the factor out of which, 88

percent male and 5 percent female. As regard the factor lack of social cultural needs, 75

percent indicated in favor of it, among them 72 percent male and 3 percent female.

One of the factors influencing the objectives was partially inclusion of ideology of

Pakistan. For this overall responses were 48 percent out of which 46 percent male and 2

percent were female. Responses for the partially inclusion of Islamic principles and

fundamentals indicated 53 percent out of which 51 percent male and 2 percent female,

whereas, 22 percent given no response.

For political commitment factor, the overall percentage was 84 percent out of them

78 percent male and 6 percent female. For non-involvement of stakeholders responses were

73 percent. Out of which 68 percent male and 5 percent were female. For the factor the

extent of donor agencies, responses indicated 69 percent out of which 67 percent male and 2

percent were female.

For the factor, attitudes and perceptions of government functionaries. Respondents

were of the view that bureaucrats 67 percent, technocrats 56 percent economists 55 percent

planners 64 percent politicians 69 percent and stakeholders 66 percent influence the objective

of National Education Policies.

For the factor, lack of coordination of various departments opinion of the

respondents was sought, 64 respondents had observed that coordination between Ministry of


32/60

22

Education and Planning and Development (P & D) was the influencing factor and 67 percent

were of the view that coordination between Ministry of Education and District Government

was factor.

Table 4.3

Extent of Implementation of Policy Statement of NEP 1992-2002

S # Policy StatementMale (%) Female (%) Total (%)

FI PI NI FI PI NI FI PI NI

1.Primary education shall berecognized as a fundamental right of

the every Pakistani child

24 63 8 2 3 0 26 66 8

2.

Primary education shall be made

compulsory and free so as to achieve

universal enrolment by the end ofthe decade.

29 56 8 2 2 2 31 59 10

3.

The medium of instruction as may

be determined by the provinces,

shall be either the approvedprovincial language, the national

language, or English.

23 50 19 2 3 0 25 53 19

4.

For this transitory period the

minimum norm will be a two-roomprimary school with 5 teachers.

14 41 39 2 3 0 16 44 39

5.Development of primary educationin the private sector will be

encouraged.

34 47 13 3 2 0 38 49 13

6.

In due course of time, primary

education will be transformed intobasic education (elementary

education extending to class VIII).

18 46 30 1 2 1 19 48 31

FI = Fully Implemented, PI = Partially Implemented, NI = Non Implemented,

Table 4.3 shows the implementation status of the various recommendations forNational Education Policy 1992-2002. The policy statement primary education shall be

recognized as a fundamental right of every Pakistani child it is noted that 26 percent

respondents said that. It was fully implemented, 66 percent respondents viewed that it was

partially implemented. Majority of the respondents (66 percent) viewed that it was partially

implemented. The second variable primary education shall be made compulsory and free so

as to achieve universal enrolment by the end of the decade most of the respondents 59

percent out of which 56 percent male and 3 percent female viewed that it was partially

implemented.

As far as the policy statement implementation of the medium of instruction to be

determined by the provinces total 53 percent respondents were in favor out of which 50

percent male and 3 percent were female. Responding the factor for provision of two roomsprimary school with five teachers as minimum norm during the transitory period the overall

responses were 44 percent indicated that it was partially implemented out of which 41 percent

male and 3 percent female.

Regarding the policy statement of development of primary education in private

sector will be encouraged it was noted that 49 percent respondents indicated that the

recommendation was partially implemented out of which 47 percent male and 2 percent

female. As regard the primary education will be transformed into basic education


33/60

23

(Elementary extending to class VIII), it was revealed that 48 percent respondents viewed

that it was partially implemented, 46 percent male and 2 percent were female.

In short according to data showed in Table 4.3 all the recommendations of Education

Policy 1992 described here, were partially implemented.

Table 4.4Implementation status of National Education Policy 1998-2010

S#Objectives of NEP

1998-2010


25-50

50-75

75-100

N/R 25-50

50-75

75-100

N/R 25-50

50-75

75-100

N/R

1.

To integrate primary andmiddle level education intoelementary education (I-VIII).

55 21 10 9 2 0 2 1 57 21 13 10

2.

To increase participationrate at middle level from46% to 65% by 2002-03and 85% by 2010.

46 33 6 10 0 1 2 2 46 34 8 13

3.

To enhance retention andcompletion of primary

education cycle up to 90%students (both boys andgirls) by the year 2010.

41 36 7 10 2 1 2 0 43 38 9 10

4.

To ensure achievement ofminimum level of learningup to 90% primaryeducation students by theyear 2010.

40 38 7 10 2 1 2 0 42 39 9 10

5.To expand and strengthenthe base for secondaryeducation.

34 41 7 13 3 0 1 1 38 41 8 14

6.

To meet the basic learningneeds of the child in termsof essential learning toolsas well as the basic learningcontents.

42 34 7 11 0 3 2 0 42 38 9 11

7.To reduce the existingdisparities to half by theyear 2010.

47 30 3 15 3 0 0 2 50 30 3 17

Table 4.4 showed the implementation status of different recommendations of National

Education Policy 1998-2010. Responding the first variable, Integration of primary and

middle level education into elementary education,majority of respondents (total 57 percent;

55 percent male and 2 percent female) indicated that the implementation status of the policy

statement was between 25% to 50% and 10 percent had given no response. Responding the

second variable; increasing the participation rate at middle level from 46% to 65% by 2002-

03 and 85% by 2010, majority of the respondents 46 percent indicated that the

implementation status of this statement was between 25%-50% and 13 percent had not

responded.

In response to the third variable, enhancing retention and completion of primary

education cycle up to 90% students (both boys and girls) by the year 2010, majority of the

respondents (43 percent) viewed that the implementation status was between 25% to 50%.

The fifth variable, expending and strengthening the base for secondary educationmajority of

the respondents (41 percent) viewed that the implementation status of this statement was

between 50%-75%. As far as, the implementation status of fourth, sixth and seventh variables

were concerned majority of the respondents viewed that those were implemented 25%-50%,


34/60

24

Table 4.5

Implementation status of Thrust areas of Education Sector Reforms

(ESR 2001-2006)

S # Policy StatementsMale (%) Female (%) Total (%)

FI PI NI N/R FI PI NI N/R FI PI NI N/R1.

Universal Primary/

Elementary Education9 69 10 6 2 2 0 1 11 72 10 7

2.

National LiteracyCampaign Integrated

Approach to Poverty

Reduction

7 64 18 6 0 2 3 0 7 66 22 6

3.Technical Stream atSecondary Level

2 47 41 5 2 2 1 0 5 49 42 5

4.

Improving the Qualityof Education:

Curriculum Reform.

Teacher Education andTraining, Exam Reform

and Assessment

13 61 15 6 2 3 0 0 15 65 15 6

5.MainstreamingMadrassahs

2 38 48 7 2 1 1 1 5 39 49 7

6. Higher Education Sector 3 68 16 7 1 2 0 2 5 71 16 9

7.Public Private

Partnership7 65 16 7 2 3 0 0 9 68 16 7

FI = Fully Implemented, PI = Partially Implemented, NI = Non Implemented, N/R = No Response

Table 4.5 mentioned that the implementation status of the thrust areas of Education

Sector Reforms (ESR) program. Data showed that majority of the respondents, 72 percent

viewed that the thrust areas of Education Sector Reforms UPE were partially implemented

followed by 71 percent higher education sector and 66 percent national literacy campaign

integrated approach to poverty reduction. For the variable mainstreaming Madrassah

Education majority respondents (49%) were of the view that the variable was notimplemented. The responses for the variable Technical Stream at secondary level as the

same as (42 percent) responded that it was not implemented. For all the thrust areas of ESR

program the responses for fully implemented was very low.


35/60

25

Table 4.6

Factors adversely affecting the implementation of National Education Policy

1998-2010

S

#

Factors Affecting the

implementation of NEP


A DA N/R A DA N/R A DA N/R

1 Policy targets are too ambitious 69 13 13 3 0 2 73 13 152 Lack of technical, trained

educational managers86 5 3 4 0 2 90 5 6

3 Human Resources constrains for

implementation of policy84 7 3 3 0 2 88 7 6

4 Financial Resources constrains for

implementation of policy83 7 5 6 0 0 89 7 5

5 Political instability. 87 3 3 6 0 0 93 3 3

6 Lack of capacity for operationalstrategies at provincial and district

levels.

78 13 3 6 0 0 84 13 3

7 Lack of releases of funds in time 81 10 3 6 0 0 86 10 3

8 Lack of infrastructure. 80 11 3 5 0 1 84 11 5

9 Lack of accountability. 84 6 5 6 0 0 90 6 5

10 Absence of effective/proper

Monitoring and evaluation system87 3 3 6 0 0 93 3 3

A = Agree DA = Disagree, N/R = No Response

Table 4.6 indicates the factors adversely affecting the implementation of National

Education Policy 1998-2010. Majority of the respondents total 93 percent; (87 percent male

and 6 percent female) mentioned that political instability and absence of effective/proper

monitoring and evaluation system are the main factors for the non-implementation of

National Education Policy, 1998-2010. However, a number of respondents (total 90 percent)

indicated that lack of technically trained educational managers and lack of accountability

were also important factors that were hindrance for non-implementation of the National

Education Policy. A significant number of respondents (88 percent) identified those human

and financial resources constraints were also important factors effecting the non-

implementation of National Education Policy.

Majority of respondents agreed with the statements that these were the main factors

which influence the implementation of policy. It was noted that none female respondents

disagreed with the statements.

Table 4.7

Policy Implementation could not be made due to Financial Problem

S # Responses Male (%) Female (%) Total (%)

1 Yes 1 0 12 No 80 5 85

3 No Response 13 1 14

Table 4.7 shows that majority of the respondents (total 85 percent; 80 percent male

and 5 percent female) indicated that the financial problem was not the main reason for non-

implementation of National Education Policies. 14 percent respondents had not responded the

question.


36/60

26

Table 4.8

Suggestion to overcome financial constraints

S # Suggestions Male (%) Female (%) Total (%)

1 Budget should be released on

time/Strict check on

utilization of allocated fundsproperly.

38 1 39

2 More percentage of GDP may

be allocated for education at

national level.

6 1 7

3 Effective monitoring and

evaluations system to achieve

the desired results.

1 0 1

4 Public Private Partnership

shall be encouraged/

participation of community.

5 2 7

5 Planning should be made tomake education department

self sufficient economically

5 0 5

6. No response 40 1 41

In Table 4.8 suggestions of the respondents to overcome the financial constraints were

sought. Majority of the respondents (total 39 percent) suggested that education budget should

be increased, it should be released on time and strict checks should be applied on utilization

of allocated funds for education. Allocation of more percentage of GDP on education and

Public Private Partnership were also emphasized. Majority of respondents 41 percent had not

responded the question.

Table 4.9

Lack of Coordination among implementation Agencies


1 Yes 1 0 1

2 No 80 5 85


Table 4.9 showed that majority of the respondents viewed that lack of coordination

among implementation agencies was not the major hurdle in the implementation of National

Education Policies. As regard 85 percent respondents (80 percent male and 5 percent female)responded in negative, while (1 percent) responded in positive, whereas, 14 percent

respondents gave no response.


37/60

27

Table 4.10

Mechanism increase the coordination among the implementation agencies

S # SuggestionsMale

(%)

Female

(%)

Total

(%)

1 Employees should work like professionals

ignoring personal grievances. 5 0 52 Effective monitoring and evaluation system

for all activities/ Coordination may be

maintained/ensure proper coordination and

implementation of policies/ central and

provincial level.

18 1 19

3 There should be proper coordination

cooperation in all concerned institutions for

preparing such important activities.

14 0 14

4 Need based identification of training and

research is required/District level

workshops to discuss salient feature andmonitoring mechanism of NEP,

6 1 7

5 Latest communication technologies like

Email should be used for stakeholders at all

levels to achieve the objectives.

6 0 6

6 To involve the District Educational

Managers, head teacher in preparation and

implementation of NEP.

13 1 14

7 Knowledge sharing culture be

developed/department have close liaison in

the shape of committee.

1 0 1

8 More stakeholders should be involved in

NEP preparation process. 2 0 29 No Response 31 2 33

Table 4.10 indicates the suggestions to increase coordination among the

implementation agencies for better implementation of National Education Policies. It was

observed that majority of the respondents (total 19 percent) considered that there should be

provision of financial resources in time and proper coordination were important steps for

better implementation of National Education Policies. 14 percent respondents were of the

view that District Educational Managers and head teachers may be involved in Policy

preparation and implementation. Majority respondents 33 percent had not responded the

question.


38/60

28

Table 4.11

Monitoring Mechanism for Implementation of National Education Policies


1 Yes 1 0 1

2 No 80 5 85


Table 4.11 showed the responses to devise a monitoring mechanism as an important

aspect for effective implementation of National Education Polices. Data indicated that

majority of the respondents 85 percent (80 percent male and 5 percent female) rejected that

aspect and 1 percent male respondents supported that aspect, whereas, 14 percent respondents

gave no response to this question.

Table 4.12

Mechanism designed for Monitoring of National Education Policies

S # Suggestions Male(%) Female(%) Total(%)

1 A committee may be made to overlook

the matter sincerely/ Coordination and

Accountability.

7 0 7

2 Establishment of cells for

implementation of M&E system in all

Provinces/There should be monitoring

system among the federal provisional

Documents

educational reforms of pakistan